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Classroom strategies for trauma-informed teachingrestoring trust, connection, and hope /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Classroom strategies for trauma-informed teachingby Amanda-Lee Pitzer.
Reminder of title:	restoring trust, connection, and hope /
Author:	Pitzer, Amanda-Lee.
Published:	Cham :Springer Nature Switzerland :2025.
Description:	xix, 203 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Classroom environmentPsychological aspects.
Online resource:	https://doi.org/10.1007/978-3-032-10163-1
ISBN:	9783032101631$q(electronic bk.)

Classroom strategies for trauma-informed teachingrestoring trust, connection, and hope /
Pitzer, Amanda-Lee.

Classroom strategies for trauma-informed teachingrestoring trust, connection, and hope /[electronic resource] :by Amanda-Lee Pitzer. - Cham :Springer Nature Switzerland :2025. - xix, 203 p. :ill., digital ;24 cm.

Part I Foundations of Trauma-Informed Understanding -- Chapter 1. What Is Trauma? -- Chapter 2. Theoretical Foundations of Trauma-Informed Practice -- Chapter 3. How Trauma Affects the Brain and Body -- Chapter 4. Cultural and Generational Trauma in Schools -- Chapter 5. How Trauma Shows Up in Classrooms -- Chapter 6. The Ripple Effect-Teachers, Classmates, and Systems -- Part II Shifting the Lens-From Behavior to Belonging -- Chapter 7. The Starting Point Is Empathy -- Chapter 8. Root Cause, Not Just Behavior -- Chapter 9. Special Education and Re-Traumatization -- Chapter 10. Rebuilding Trust after Harm -- Part III Practices That Restore -- Chapter 11. Creating Trauma-Informed Classrooms -- Chapter 12. Responding Without Retraumatizing -- Chapter 13. When Helping Hurts-Turning STS into Strength -- Chapter 14. Stronger Together: Partnering with School-Based Mental Health Teams -- Chapter 15. Leadership Matters-Creating a Trauma-Informed School Culture -- Chapter 16. Student Voice and Agency -- Chapter 17. Parents as Partners in Healing -- Chapter 18. Screens, Stress, and Scrolling: Helping Students Navigate the Digital World -- Chapter 19. Beyond the Classroom-Advocacy as a Trauma-Informed Practice -- Part IV Conclusion -- Chapter 20. Restoring Hope -- Part V Appendix -- Chapter 21. Case Studies and Classroom Tools.

This book is a practical and deeply personal guide for educators seeking to understand and respond to student trauma. Blending scholarly research, classroom strategy, and lived experience, it explores how trauma affects learning, behavior, relationships, and teacher well-being, as well as how schools can become places of safety and healing. Written by an educator, trauma scholar, and Gold Star widow, the book weaves compelling narrative with evidence-based practices, offering both insight and hope. The text is organized into three sections that move the reader from foundational understanding to practical application. Part I, Foundations of Trauma-Informed Understanding, examines what trauma is and how it impacts students' brains, bodies, and behaviors. Part II, Shifting the Lens-From Behavior to Belonging, reframes misbehavior as a signal of underlying need, encouraging educators to seek root causes rather than punitive responses. Part III, Practices That Restore, presents strategies for creating trauma-informed classrooms that prioritize safety, connection, and empowerment. Amanda-Lee Pitzer specializes in trauma-informed education, educational psychology, and educational leadership. She holds a doctorate in Educational Psychology from Regent University. Her trauma work takes place at Columbia College of South Carolina, where she equips teachers with strategies, evidence-based practices, and practical applications to successfully develop trauma-informed classrooms.

ISBN: 9783032101631$q(electronic bk.)

Standard No.: 10.1007/978-3-032-10163-1doiSubjects--Topical Terms:

1008102
Classroom environment
--Psychological aspects.

LC Class. No.: LB3013

Dewey Class. No.: 371.92

Classroom strategies for trauma-informed teachingrestoring trust, connection, and hope /
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505 0 $a Part I Foundations of Trauma-Informed Understanding -- Chapter 1. What Is Trauma? -- Chapter 2. Theoretical Foundations of Trauma-Informed Practice -- Chapter 3. How Trauma Affects the Brain and Body -- Chapter 4. Cultural and Generational Trauma in Schools -- Chapter 5. How Trauma Shows Up in Classrooms -- Chapter 6. The Ripple Effect-Teachers, Classmates, and Systems -- Part II Shifting the Lens-From Behavior to Belonging -- Chapter 7. The Starting Point Is Empathy -- Chapter 8. Root Cause, Not Just Behavior -- Chapter 9. Special Education and Re-Traumatization -- Chapter 10. Rebuilding Trust after Harm -- Part III Practices That Restore -- Chapter 11. Creating Trauma-Informed Classrooms -- Chapter 12. Responding Without Retraumatizing -- Chapter 13. When Helping Hurts-Turning STS into Strength -- Chapter 14. Stronger Together: Partnering with School-Based Mental Health Teams -- Chapter 15. Leadership Matters-Creating a Trauma-Informed School Culture -- Chapter 16. Student Voice and Agency -- Chapter 17. Parents as Partners in Healing -- Chapter 18. Screens, Stress, and Scrolling: Helping Students Navigate the Digital World -- Chapter 19. Beyond the Classroom-Advocacy as a Trauma-Informed Practice -- Part IV Conclusion -- Chapter 20. Restoring Hope -- Part V Appendix -- Chapter 21. Case Studies and Classroom Tools.
520 $a This book is a practical and deeply personal guide for educators seeking to understand and respond to student trauma. Blending scholarly research, classroom strategy, and lived experience, it explores how trauma affects learning, behavior, relationships, and teacher well-being, as well as how schools can become places of safety and healing. Written by an educator, trauma scholar, and Gold Star widow, the book weaves compelling narrative with evidence-based practices, offering both insight and hope. The text is organized into three sections that move the reader from foundational understanding to practical application. Part I, Foundations of Trauma-Informed Understanding, examines what trauma is and how it impacts students' brains, bodies, and behaviors. Part II, Shifting the Lens-From Behavior to Belonging, reframes misbehavior as a signal of underlying need, encouraging educators to seek root causes rather than punitive responses. Part III, Practices That Restore, presents strategies for creating trauma-informed classrooms that prioritize safety, connection, and empowerment. Amanda-Lee Pitzer specializes in trauma-informed education, educational psychology, and educational leadership. She holds a doctorate in Educational Psychology from Regent University. Her trauma work takes place at Columbia College of South Carolina, where she equips teachers with strategies, evidence-based practices, and practical applications to successfully develop trauma-informed classrooms.
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